From Interdisciplinary Blended Learning Classrooms to Professional Practice: Empowering Employability in Healthcare Management

From Interdisciplinary Blended Learning Classrooms to Professional Practice: Empowering Employability in Healthcare Management | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article From Interdisciplinary Blended Learning Classrooms to Professional Practice: Empowering Employability in Healthcare Management Saikou Sanyang, Gordon Weller, Yusupha Sanyang, Poloko Hiri, Alfred Mensah This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7083292/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background The demand for flexible interdisciplinary healthcare programs has surged over the past decades, encouraging UK universities to partner with employers and regulators to improve graduate outcomes and address skill gaps in the sector. Nevertheless, where such programs lack practicums, the effect of the learning and teaching on knowledge and skills transfer and graduate employability remains largely unexplored. Aim This study examined stakeholder views on knowledge and skills transfer in a non-practicum-linked interdisciplinary undergraduate blended learning healthcare management program. Methods A qualitative case study was conducted between 2021 and 2023. Twenty-eight purposively selected students, graduates, employers, and faculty were recruited for focus group discussions (FGDs) and semi-structured interviews. Data were transcribed and analyzed thematically using Microsoft Transcribe and NVivo 12, respectively. Findings: The study found that the situated social learning context played a key role in classroom learning. Despite variation, participants consistently expressed an appreciation for knowledge, skills, application, and positive employability outcomes. Articulated strengths of the program included flexibility, diversity, curriculum breadth, a strong learning community, and an interdisciplinary approach. However, the lack of practicums remained a major barrier to work preparedness and career progression into management. Conclusion This research critically examined stakeholder perspectives, focusing on expectations for knowledge acquisition and transfer, skill development, and aspirational employability outcomes. This research highlights both the strengths and gaps in the program, particularly its flexibility and interdisciplinary approach, alongside the lack of practicums. Blended learning employability higher education interdisciplinary healthcare management programs knowledge and skills transfer practicums 1 Introduction The demand for agile and adaptable healthcare education necessitates higher education institutions (HEIs) to bridge the divide between learning and sector needs and expectations. This should be understood in the context that a necessary aim of (higher) education is to transfer knowledge and skills beyond the context in which they were acquired [ 1 , 2 ]. The study explored how an interdisciplinary blended learning healthcare management program, without practicums, fosters knowledge and skills transfer to practice. Blended learning offers immense potential to support knowledge and skills transfer, a process explored in this study through Mode 2 Knowledge Production [ 3 ]. The program has most of its students coming primarily from non-traditional, mature learner populations with substantial life and work experience. Thus, learning strategies facilitate social constructivism, which prioritizes active collective knowledge construction and application transcending simple transactional relationships to a socially crafted and mediated process shaped by peer collaboration, organizational culture, and real-world experiences [ 4 , 5 ]. Nokes [ 6 ] remarked that various scholars have investigated how knowledge acquired in one undertaking can be utilized in another [e.g., 7, 8, 9]. However, studies on knowledge and skill transfer from healthcare programs mainly explored this in the context of disciplinary and multi-disciplinary work-integrated learning curriculum and training with formally embedded placements [e.g., 10–14] or are, at best, situated in clinical practice [e.g., 15, 16]. HEIs expect to train graduates for immediate workforce entry [ 17 ], yet gaps remain in holistically aligning blended learning curricula with real-world healthcare sector employability expectations. Furthermore, while previous research has interrogated knowledge, and skills transfer in healthcare education, limited studies have examined how non-traditional students in interdisciplinary healthcare management programs experience employability preparedness without practicums. This study fills this gap by analyzing key stakeholder insights of the program. Largely, distinct groups of stakeholders in blended learning environments value diverse aspects of their learning experience, yet common themes around expectations particularly in healthcare management include sector knowledge, confidence, skill development, application, and lifelong learning fostering work preparedness [ 18 , 19 ]. This study examined how well the program meets these expectations and aspirations while identifying key areas for enhancement. Discussing knowledge and skills transfer requires acknowledging the centrality of evidence-based practice. This is particularly significant because evidence-based practice and knowledge and skills transfer expectations are intricately linked. Effectively transferring knowledge and skills to practice necessitates a deep understanding of how to implement evidence-based approaches [ 20 ]. There has been a proliferation of evidence-based healthcare practices over the past few decades [ 21 ]. McSherry and Warr [ 22 ] emphasize practitioners knowing the core elements of evidence-based to harness it successfully. Even so, Kumah et al. [ 23 , p. 4] argued that healthcare personnel and overseers must recognize the semantic differences between "evidence-based practice," which focuses on the recognition and application of appropriate research evidence to practice, and "evidence-informed practice," – characterized by the combination of various factors reflecting the belief that research evidence is just one of many factors influencing decision-making and the creation of an enriched learning environment fostering the application of knowledge and skills [ 24 ] for employability success. Guided by the following research question, the study interrogates the learning experience within the program through the prism of social constructivism and Mode 2 knowledge production, providing a conceptual understanding of the interaction between the blended learning context and graduate work readiness. 1.1 Research question How effectively does a UK HEI’s Blended Learning Healthcare Management degree facilitate knowledge and skills transfer readiness for professional practice? 1.2 Blended Learning, Program Situatedness, and Employability Blended learning combines synchronous teaching with asynchronous, Moodle-based activities, discussion forums, and flipped-classroom applications [ 25 ]. It creates a socially situated learning environment where knowledge develops through stakeholder interaction, collaboration, and digital resource engagement [ 26 ]. Despite limited research on its implementation in UK post-compulsory education [ 27 ], blended learning is recognised for consolidating student engagement and co-participation, improving learning outcomes, and offering flexible pedagogical structures to meet diverse learner needs and enhance confidence beyond the classroom [ 28 , 29 ]. Successful blended learning relies on transformative program content, interactive and integrated technology resources, skilled faculty, and a credible virtual learning environment [ 30 ]. This requires faculty to deliver comprehensive, active learning resources that align with learners’ professional aspirations. The HEI’s degree program is distinctive for its interdisciplinary approach, drawing from healthcare, social work, and business management, mapped against the United Kingdom (UK) Quality Assurance Agency (QAA) subject benchmarks. More broadly, blended learning in higher education (HE) brings together ICT-driven e-learning, classroom-based instruction, and rich educational resources that encourage self-paced learning, social engagement, and contextual skill development [ 31 , 32 ]. Such situatedness promotes independent study, personal responsibility, and authentic engagement with learning [ 33 ]. Interdisciplinary curricula further merge theory with practice through real-world scenarios, peer collaboration, and pluralistic knowledge development, supporting career pathways [ 34 , 35 ]. This theoretical and practical synthesis is central to employability. Although sometimes conflated with employment, employability refers to preparedness for opportunities beyond graduation, rather than merely achieving a credential [ 36 ]. It encompasses relevant knowledge, skills, experience, and career planning [ 37 , 38 ]. Within blended learning, employability develops not only through acquiring knowledge but through social participation, collaboration, and experiential practice [ 39 ]. Knowledge transfer is strengthened in communities of practice where learners share experiences, build a shared culture, and develop applied skills through stakeholder engagement, workplace simulations, and interdisciplinary teamwork [ 40 ]. Such environments co-create knowledge and foster socially negotiated employability skills highly valued by employers [ 41 ]. Reports from UK employers [ 42 ] continue to highlight communication, organisation, teamwork, adaptability, and the ability to transfer knowledge to new contexts as critical workforce needs, indicating that blended learning approaches should explicitly cultivate these capacities to bridge the gap between academic learning and professional practice. 1.4 Theoretical framework Klein [ 43 ] argued that knowledge production evolved from disciplinarity in the 20th century to multidisciplinarity, interdisciplinarity, and transdisciplinarity in the 21st century, driven by the need to address complex societal issues [ 44 , 45 , 46 ]. Additionally, interdisciplinary learning fosters structural knowledge development, critical thinking, and epistemological growth, facilitating personalized knowledge integration transferable across contexts [ 47 ]. In healthcare education, blended learning programs enhance these capabilities to improve employability [ 48 , 49 ]. This study applies the Mode 1 and Mode 2 knowledge production framework by Gibbons et al. [ 3 ] to examine learning in a blended learning healthcare management program. Although some scholars have questioned the empirical support for this framework, Gibbons et al. [ 3 ] significantly influenced discussions on knowledge production in post-compulsory education [ 50 ]. Nowotny et al. [ 51 ] further explored this framework’s influence on academia and society. This study operates on the premise that the program effectively integrates theoretical and practical knowledge within a blended learning environment, thereby enhancing professional skill development and career readiness in alignment with Mode 2 knowledge production. In addition, Mode 2 knowledge production, which focuses on interdisciplinary and applied learning, aligns closely with the objectives of blended learning in healthcare management education. This framework supports the embedding of theoretical knowledge with practical application, which is essential for preparing students for complex industry demands [ 52 ]. While some scholars question Mode 2’s novelty, alluding to similarities to earlier scientific models and Latour’s concept of science-society evolution [ 53 ], it remains markedly situational, experiential, and collaborative, reinforcing the practical application of knowledge and skills [ 54 , 55 ]. The blended learning program’s espoused position is that it aligns with these tenets, enhancing student learning and professional practice preparedness. 2 Methods 2.1 Positionality and research design The principal investigator (PI) assumed an insider active researcher role, leveraging their familiarity with the HEI’s policies, learning and teaching strategy, and the overarching program aims. However, to mitigate the potential for performance and interpretative bias during data collation and processing, proxy data collectors were recruited to conduct student and graduate FGDs and faculty interviews, minimizing direct influence. The study used a qualitative case study design informed by a social constructivist paradigm, viewing knowledge in blended learning as socially constructed through interaction with peers, faculty, and employers. Prioritizing constructivism over constructionism, the focus was on cognitive development, situated learning, and the socio-cultural factors influencing practical knowledge, such as learning culture and the influences of the knowledge economy. The single-case design adopted incorporated data from FGDs and semi-structured interviews from a study population made up of insider and outsider participants relative to the HEI. 2.2 Research setting and participants The study was conducted at a post-92 UK HEI offering online and h blended learning programs. The blended learning program follows a 6-week teaching block method (TBM), engaging in one module at a time with a combination of face-to-face instruction, asynchronous activities, augmented module content and careers resources. Participants were grouped based on their positionality within the HEI. Insiders included students (Levels 4–6), graduates (2017–2021), and faculty with at least two years of teaching experience. Outsiders comprised exclusively of employers referred by students and graduates. A purposive sampling strategy was adopted in recruiting twenty-eight participants based on their direct involvement in the program and their situatedness to provide diverse insights into its employability impact. Data saturation was achieved in the study when no new themes emerged after twenty-seven interviews, confirming sufficient coverage of key stakeholder perspectives. 2.3 Data collection and analysis Two FGDs and semi-structured faculty interviews were conducted by proxy data collectors to minimise researcher bias, while the PI moderated the employer interviews. Participants were pseudonymized, and the HEI anonymized prior to analysis. Member checking was conducted with both participants and proxies. Triangulation—methodological, data, and theory—was achieved through cross-analysis of data from four stakeholder groups, enhancing credibility and ensuring a holistic representation of perspectives. Two independent co-investigators reviewed the inductive coding framework to reduce performance bias during thematic analysis, with discrepancies resolved through discussion with the PI. As Guba and Lincoln (56) note, triangulation verifies factual accuracy, while member checking confirms the authenticity of participants' contributions. Data were transcribed and analyzed thematically using Microsoft Transcribe and NVivo 12, respectively. Furthermore, following the six stages adapted from Charmaz’s (57) coding framework and the thematic analysis conventions of Braun et al. (58) and Campbell et al. (59), inductive line-by-line coding allowed findings to emerge organically, free from predetermined biases. 3 Results 3.1 Characteristics of the study population FGDs comprised of thirteen students and graduates (Table 1). Faculty interviews involved twelve faculty (Table 2). Faculty recruited in the study were located across Birmingham, Berlin, Manchester, and three London study centers (or campuses). The three employers recruited worked in social care or voluntary healthcare sectors (Table 3). This paper presents findings from four of the study’s six main themes, allowing for a more focused and holistic exploration of the dynamics of knowledge and skills transfer discussed elsewhere. Tables 1–3 present the research datasets for each participant group. 3.1.1 Table 1 Participant characteristics for focus groups 1 & 2 Characteristics No. (%) (N = 13) Gender Male 3 (23) Female 10 (77) Age 26–33 years 2 (15) 34–41 years 1 (8) 42–49 years 3 (23) 50 and above 7 (54) Role Student 7 (54) Graduate 6 (46) Ethnicity Any other Asian Background 1 (8) Any other black background 1 (8) Black British 5 (38) Black African 4 (31) White 2 (15) Highest qualification NVQ 2/3 2 (15) NVQ 4/5 1 (8) Access to Nursing/ Healthcare Level 3 2 (15) BTEC Extended Diploma Level 3 2 (15) BTEC HND Level 5 6 (46) Work experience 1–3 years 3 (23) 4–6 years 3 (23) More than 10 7 (54) 3.1.2 Table 2 Participant characteristics for faculty interviews Characteristics No. (%) (N = 12) Gender Male 6 (50) Female 6 (50) Age 34–40 years 3 (25) 41–47 years 4 (33) 48–54 years 2 (17) 55 and above 3 (25) Faculty role Associate lecturer 6 (50) Lecturer 3 (25) Senior lecturer/program manager 3 (25) Study Centre Manchester 1 (8.33) London (3 study centers in West and Central London) 6 (50) Berlin 1 (8.33) Birmingham 4 (33.33) University lecturing experience 1–2 years 2 (17) 3–4 years 4 (33) 5–6 years 2 (17) Over 7 years 4 (33) Professional and academic-practitioner experience An academic actively engaged in recent scholarly activity linked to healthcare practice. 5 (42) A practitioner-academic actively working in a recognized professional role. 4 (33) An academic neither actively participating in academic scholarship nor currently working in a recognized professional capacity. 2 (17) A practitioner-academic who has not worked in a recognized professional capacity for over 2 years. 1 (8) 3.1.3 Table 3 Participant characteristics for employer interviews Characteristics No. (%) (N = 3) Gender Male 1 (33.33) Female 2 (66.66) Age 55 and above 3 (100) Role Managing Director and Owner 1 (33.33) Service Director 2 (66.66) Sector and organization location Large Charity – Birmingham and West Midland area 1 (33.33) Care Services - care home – South-East London 1 (33.33) Care Services - home care – Manchester 1 (33.33) Management qualification Level 5 (including CMI Level 5 and NVQ Level 5 qualifications) 3 (100) Registered Nurse (RN) 1 (33.33) Master’s degree 1 (33.33) Professional (management) experience in the sector 5–15 years 2 (66.33) 16–26 years 1 (33.33) Hi HE students/graduates employed 1–4 students/graduates 1 (33.33) 5–8 students/graduates 2 (66.66) Organizational recruitment channel Indeed, Google Ads and Facebook advertising 2 (66.66 Local papers 1 (33.33) Links with organisations, including Job Centre 2 (66.66) 3.2 Knowledge, characteristics, skills, and employability expectations This theme features two areas: ‘the knowledge, characteristics, and skills employers expect of graduates and students’ and the ‘expectations students and graduates have of the program’. Employers underlined the necessity for graduates to align with sector requirements, particularly in regulatory knowledge and critical reasoning skills. Moses, an employer, highlighted the importance of regulatory knowledge by stating: “[…] What would be important to us, and the learning is that they come out, you know, understanding […] the key lines of inquiry, and what CQC is looking for and how to make sure we've got the evidence to support […] the five key lines of inquiry that we are, uhm, inspected against.” (Moses, 55 and above, managing director and owner, home care service, employer). Layla, a large voluntary healthcare sector employer, stressed a concern regarding HE students' and graduates' inability to demonstrate dynamism in fully contextualizing their subject expert knowledge for practical use when confronted with practice dilemmas and real-world day-to-day challenges. She observed: “[…] what we learn in university is fantastic, but when you get on the actual ground, when you're […] working on the ground […] sometimes the books are not always right, or there is a level of correctness there, but life isn't always as it seems […].” (Layla, 55 and above, service director large charity, employer). Students enrolled in the program to develop unique theoretical insights and skills, expecting that the expressed codified knowledge and healthcare management case studies would link to their observation of the real-world practice context. They highlighted that the knowledge and skills gained (e.g., people skills) enriched their employment prospects. Without exception, participants indicated that their expectations had been met or surpassed. Abi, a student in the 4-year ‘Foundation Degree’, said: “I wanted more knowledge of the healthcare industry because I come from a different background, and I wanted to, Uhm, change my career totally, so I wanted more information on what goes on […] in the healthcare sector […].” (Abi, 50 and above, student, FGD 1). Samantha, who had worked in management for 13 years in a different sector, also joined the program to upskill her. She stated: “We had a change of management that got rid of us because I wasn't qualified. […] the knowledge from the course actually helped propel me to the next level […]; gaining insight into the CQC aspect […] and […] care […] management.” (Samantha, 50 and above, graduate, FGD 2). 3.3 Strengths Participants identified key program strengths, including curriculum breadth, learning community, and program flexibility. Ethan, a faculty member, mentioned the highly collaborative learning environment that underscores the diversity of thoughts for knowledge contextualization. “It really gives a good introduction to a lot of different topics […] different, uhm, fields and jobs as well. I think that a lot of the material that gets covered on the program […] there is a big focus on practice and implementing theory and knowledge into practice […]" (Ethan, 41–47 years, senior lecturer, Berlin study center). Lumia, a student, proposed that the scope of learning transcended knowledge of healthcare management in the UK, which situates the instruction to advance learner confidence and independent thinking. This notion corroborates Garry's view who intimated: “[…] I had some fantastic lecturers who never gave me the answers, but they encouraged me to find the answers myself […. There is one particular lecturer that I will never forget. She said: I know the answers already, but I want you […] to read ahead of class to challenge me, so I will learn something new. […] I always read ahead of class to bring something new to the discussion […].” (Garry, 26–33 years, student, FGD 2). Layla, an employer, echoed that knowledge and skills development are expressly necessary for a manager's practice confidence. She underlined Gemma, a student in her employment, as uniquely assertive and confident. She contended: “I have really seen a difference in Gemma's confidence already. […] I would say after enrolling and starting the program is the confidence. […] she is more forthright and […] also very happy to share what she is learning with us.” (Layla, 55 and above, service director large charity, employer). Tamika, a service director, specifically stressed that HE programs' knowledge and practice orientations require close alignment to derive meaningful learning and workplace application. She asserted: “[…] There is no conflicting information from what you are teaching them and what they are seeing […]. I give you one example: one of your students did a module on budgeting […] during supervision when we got to: ‘Do you have any other thing?’ and he said, yes, I’ve been working in the admin and this budgeting side of it I don't see it, and I said yes, as a manager […] the onus is for you to set your budget to your directors, and I took him through the process of it and I remember very well that student saying yes it's exactly the same thing we had in the classroom […].” (Tamika, 55 and above, service director, mental health care home, employer). 3.4 Student and graduate retention Students and graduates typically worked for employers for five and a half years. This duration gave employers sufficient time to assess employees' skills, knowledge, and attributes before, during, and after the program. Employer feedback showed that students and graduates remained with employers because of their reputation and supportive environment. Moses linked this reputation to quality care, competitive pay, and avoidance of short 15-minute care visits. Tamika added that, despite recruitment pressures and workforce shortages, her organization prioritizes career progression for healthcare management graduates over retention alone—a practice that fosters fidelity among students who witness such goodwill. Tamika said: “The organization […] assist them by channeling them to the right place […] to get a graduate job, like in the NHS.” (Tamika, 55 and above, service director, mental health care home, employer). Concerning the factors influencing graduates' decisions to stay, all three employers hinted that retaining graduates was a sector-wide challenge. Layla noted that graduates often leave within three years of completion, missing the chance to contribute their knowledge and skills to the organization long-term. Moses highlighted the ongoing challenge experienced in finding and retaining suitable graduates, further compounding recruitment efforts. 3.5 Suggested improvements Participants highlighted enhancements to improve the program, including student inductions, expanding skills and employability support, diversifying assessments, encouraging personal growth, incorporating work experience, and increasing program resources. Faculty emphasized the need for an enhanced student induction process. Jamela, a lecturer and module leader, stated: “I think they need to have more like an orientation. […]; has to be mandatory; where they can, uhm, learn few basic things […], especially about understanding the importance of having […] the program handbook.” (Jamela, 34–40 years, lecturer and module leader, Birmingham study center). Results affirmed that the program was playing catch up with enhanced academic study skills support. Yet, the HEI has implemented significant improvements over the past few years. Feedback also indicated that the faculty’s use of active learning strategies to heighten student engagement and create an organic link to the workplace required coherent application for equity of experience. Still, beyond basic academic study skills, Ethan denoted that the program should consider how students in centers outside the UK engage with the resources. He said: "[…] We've been talking a lot about […] having more of an international perspective on the program […]. As you know, we have centers outside […] the UK as well, uhm, and also just raising awareness to UK students around international issues is something pretty beneficial." (Ethan, 41–47 years, senior lecturer, Berlin study center). Participants hinted that the six-week TBM approach led to noteworthy cognitive and time (or schedule) pressures affecting the coherence in active learning strategy implementation in the classroom and faculty assessment marking strain. For instance, Emebo, an associate lecturer, observed the following: “[…] I think the modules need to be a bit longer […]. I think, yeah, they need to be slightly more in-depth […]. Marking places, a lot of pressure […] I find it really hard to do, […] proper marking in the sort of the timescales we are given […]." (Emebo, 55 and above, associate lecturer, London study centers). Findings denoted an initial disorientation experienced by students with the module order and linkages across the program. Feedback suggests that clarity across the curriculum increases significantly as students progress through and across the distinct levels of study. Yet, Abi felt that introducing modules, like the skills module, earlier would have guaranteed better cognitive integration. She also signaled at the need to improve students’ self-awareness and digital skills orientation, as noted by Jamela and Randolf. To illustrate, Randolf, a senior lecturer and program manager, asserted that: “I think maybe a bit more about IT (Information Technology) skills […]. I think personal development because […] our students are great, but they don't know it, so they lack confidence. So, these types of skills that are related to personal development […]." (Randolf, 34–40 years, program manager, Birmingham study center). Participants remarked that students faced significant challenges with the dissertation module because of the difficulty with its delivery method and level of organization, the supervisor-supervisee relationship, and the impact of the COVID-19 pandemic. Beyond suggested improvements to the dissertation, the penultimate module of the program, participants suggested integrating work placements, with Tamika, arguing: “There is a need for your program to be able to accommodate your students to be able to have practical […] experience. So certain hours […] should be set aside, just like social workers you know, and nursing students […].” (Tamika, 55 and above, service director, mental health care home, employer). 4 Discussion Participants identified key knowledge areas, skills, employability traits, and expectations—either of the students or the program itself. They associated the program with strengths such as leadership skill development, specialized healthcare management knowledge, and an inclusive learning community. However, they also suggested areas for improvement, including more comprehensive student inductions, diversified assessment methods, and extended employability support. 4.1 Knowledge, characteristics, skills, and employability expectations Employers expect students and graduates to show dedication, professionalism, and an understanding of policies and sector needs . Dedication and altruism are vital workplace attributes for healthcare practitioners [ 60 ]. Kim et al. [ 61 ] and Hamzaa et al. [ 62 ] underlined its importance, noting that care professionals are personally, and spiritually-leadership driven, innovative, and dedicated to excellent care delivery. Employers stressed the necessity of dedication in supporting workplace success and lifelong learning. While dedication aligns with personal qualities, understanding sector requirements was associated with workplace expectations. Employers stressed the importance of showing value alignment with their organization and exhibiting professionalism. Traits of professionalism encompass technical ability, appearance, reputation, empathy, patience, conduct, efficient communication, and an inclusive posture [ 63 ]. Feedback discussed professionalism in the same vein as passion for the practice. Passion was an essential feature for practice. Yet, studies have shown workplace stress, working conditions, opportunities for learning, relationships, individual achievement, and feelings of being trusted and valued influence passion [ 64 , 65 , 66 ], and a negative association between passion and work unhappiness, planned turnover, symptoms of burnout, and emotional weariness [ 67 , 68 , 69 ]. Students had varied expectations about applying their newfound knowledge and skills, ranging from highly specialized to broadly relevant to the healthcare workplace. This aligns with previous literature [e.g., 70], showing that the knowledge and skills from such programs could be unique yet broad and contextual in scope to be transferable. A significant factor in this equation is recognizing that personal and professional improvement through reflection and reflexivity is crucial to theoretical knowledge application [ 71 ]. In the words of Archer [ 72 ] and Archer [ 73 ], reflexivity arises and is reinforced by students, graduates, and managers' constant internal dialogues. Although students and graduates named specific skills and knowledge the program permeates to promote employment, references to this reflected a particular emphasis on espoused employability skills. Employability, as alluded to by the different participant groups, focuses on attitudes, behaviors, and personal traits - not just qualifications or experiences graduates possess [ 74 ], implying that employable recruits are dependable collaborators – significantly able to contribute to organizations [ 75 ]. The findings stressed that a degree alone does not always guarantee employment in healthcare management. This recognition is an essential factor that drives learners to acquire skills, magnifying their employment prospects [ 76 , 77 ]. Mezirow and Taylor [ 78 ] insinuated the role of individual experience in the blended learning classroom as the core means for the type of transformative learning that supports situated knowledge contextualization. In this space, theoretical and problem-based learning dialogues occur, leading to a critical analysis of the normative assumptions that drive the learner's value judgment and behavior [ 79 ]. Instructors foster problem-based learning through classroom activities, prompting reflection and the development of new insights into the world of practice [ 80 ]. Consequently, knowledge, skills, and attributes become socially enacted and negotiated, allowing in-depth analysis and introspection - the product of which is likely to be efficient work performance and career readiness and progression [ 81 ]. 4.2 Strengths The finding that flexibility, diversity, curriculum breadth, and learning community are key program strengths aligns with earlier studies on blended learning, learner confidence, engagement, and unique educational gains [ 82 – 85 ]. Research shows diverse, inclusive classrooms enhance engagement and confidence [ 86 , 87 ]. The curriculum’s interdisciplinary breadth reflects the Mode 2 knowledge production framework prioritizing applied knowledge over traditional theory. Students’ confidence suggests blended healthcare curricula can facilitate knowledge transfer even without formal practicums, though further research on long-term employability is needed [ 88 ]. Participants named program knowledge and skills in three domains: technical competence (healthcare systems and technology), conceptual skills (analysis, planning, judgment), and people skills (understanding personal needs and workplace relationships). This focus on practical and theoretical knowledge supports other key literature [e.g., 89, 90, 91]. Illustrative skills include management, communication, and teamwork, consistent with Boyatzis’s [ 92 ] framework of effective leadership competencies. Employers viewed graduates as confident in care delivery despite lack of practicums, contrasting Günay and Kılınç’s [ 93 ] findings of clinical knowledge gaps among trainees. Confidence though variably defined in the literature [ 94 , 95 ], strongly influences beliefs of healthcare managers’ competence and team morale [ 96 , 97 ], particularly as empowered leaders foster organizational loyalty [ 98 , 99 ]. The HEI’s Access and Participation Plan reports that over 75% of students come from non-traditional, underrepresented backgrounds [ 100 ]. All participants had prior work experience, and interactive activities were regarded as a critical mechanism for enhancing both knowledge acquisition and learner confidence—a view supported by authors such as Chung et al. [ 101 ]. Still, confidence can differ between traditional and non-traditional students, with the latter needing time to rebuild their confidence whiles developing their study skills [ 102 ]. Employers noted that confidence emerges through experiential learning aligned with practice, despite the workplace being more unpredictable than the classroom [ 103 ]. Demonstrated through commitment and determination, practice confidence is key to lifelong learning and professionalism in healthcare management [ 104 ]. Advanced writing and analytical skills are essential, with literacy underpinning knowledge transfer [ 105 ]. 4.3 Student and graduate employment duration and retention Students and graduates worked between one and ten years, with an average retention rate just over five years—contrasting with current high turnover trends in the UK healthcare sector. Kelly et al. [ 106 ] argued that UK NHS and Social Care employers face immense hiring and retention challenges, with vacancies exceeding pre-pandemic levels. The study’s data collection occurred during the height of the COVID-19 pandemic, which severely impacted students’ lives, leading to isolation, employment loss, and financial hardship [ 107 , 108 ]. The Office for Students [ 109 ] reported student anxieties about their economic prospects; however, a Higher Education Policy Institute (HEPI) poll in March 2020 found that 79% were still confident in obtaining a graduate-level job [ 110 ]. Student and graduate retention were driven by organizational reputation, supportive work environments, and career progression—underscoring the centrality of careers and employability. In care settings, a positive image and credible market positioning are vital in attracting skilled workers [ 111 ]. Quality care, staff pay, and the rejection of short home care visits (e.g., 15-minute slots) were key to favorable organisational reputation. The UK Social Care sector has long criticized these short visits for not meeting the holistic needs of vulnerable service users receiving homecare. Campbell [ 112 ] noted that three-quarters of local authorities commissioned sub-30-minute visits, drawing intense scrutiny from charities and the National Institute for Health and Care Excellence (NICE) for compromising dignity and care quality. Graduates are still a critical talent pool for high-performing healthcare organizations due to their potential [ 113 ]. However, employers observed that social care graduates often leave for better pay and opportunities—an issue echoed by the Department of Health and Social Care’s concern over unsustainably low sector pay [ 114 ]. This turnover fosters a sense of inevitability among employers. While hiring, developing, and keeping graduates drives organizational evolution [ 115 ], McCracken et al. [ 116 ] argue that many sector employers overlook graduates in talent management planning. This is particularly evident in social care, where the focus is still on entry-level roles and registered managers with Level 5 vocational diplomas, limiting graduates’ career progression. 4.4 Suggested improvements 4.4.1 Student inductions and academic study skills Emphasis was on the range of opportunities student inductions offer, indicating a need to shift to a more comprehensive student ‘orientation,’ enhancing the onboarding experience. Such orientations form initial experiences with the institution and shape opinions students form about the program and HE [ 117 ]. The need for enhanced inductions aligns with studies on transition challenges in HE [e.g., 118]. Research shows structured orientations improve retention and engagement [ 119 ]. Findings affirmed that the HEI had significantly enriched its program resources, particularly by scaling skills support. However, skills gaps exposed by the COVID-19 pandemic remained, especially as students were less forthcoming in engaging with one-to-one online tutorials offered by lecturers. This reluctance may be attributed to a range of factors, including heightened anxiety about the future and concerns about wellbeing in the aftermath of a major pandemic. Cahill et al. [ 120 ] emphasized the importance of online tutorials for learning efficiency. Strong, academically adept students could occupy this liminal space as peer mentors, helping others develop efficient routines that inspire enthusiasm for studying [ 121 ], aligning with the program’s ideals of producing communities of practice [ 122 ]. To fully address the skills gap, access to skills resources for better retention and graduate outcomes must be nurtured [ 123 , 124 ]. 4.4.2 Program resourcing and delivery The findings stressed the importance of expanding and diversifying resources beyond UK frontiers. Participants noted that enriching the curriculum strengthens contextualization, particularly for international students. Internationalizing the curriculum offers a global perspective and expands career opportunities [ 125 ]. Green and Whitsed [126, p. xii] described internationalization as a “ process of incorporating international, intercultural and global dimensions into the content of the curriculum.” Hesitation in the study stemmed from the fixed modular structure and the intensity of the 6-week TBM, which had not fully addressed student entry points. While the HEI attempted to mitigate this during the shift from conventional semesters to TBM through scaffolding and added resources, Ghapanchi [ 127 ] corroborates the tension between preserving curriculum integrity and transitioning to TBM. Participants preferred a long and thin teaching framework based on conventional semesters, suggesting it would reduce pressure on faculty around marking deadlines and give students time to process and reflect on content. Ghapanchi [ 127 ] and Mckie [ 128 ] argued that TBM promotes sustained focus and deeper engagement. Williams [ 129 ] found that many students choose UK degrees for block instruction, which enhances belonging. Despite concerns about intensity, TBM approaches in nursing and midwifery have improved student engagement and outcomes [ 130 ]. Feedback raised concerns that face-to-face sessions do not always embody active learning strategies to contextualize practice and build graduate skills. Notably, consistent use of active learning also supports ‘at-risk student populations’ [ 131 ]. The HEI has invested significantly in digital tools and staff training to strengthen active learning and ensure coherence, aligning with HE ‘sector’ trends. 4.4.3 Digital skills and assessments The study highlighted the importance of digital skills for employability, particularly in the 3-year undergraduate degree, where noticeable skill gaps emerged. Faculty stressed the variations in digital skills between foundation and undergraduate students. Still, Alexander et al. [ 132 , p.14] suggested that: “merely maintaining the basic literacies by which students…” “…access and evaluate information is no longer sufficient..." in "...a digitally mediated society.” The value of acquiring and improving digital skills intensified during the COVID-19 pandemic, leading employers to be especially mindful of its relevance as a crucial workforce competence in related service sectors [ 133 ]. The study also emphasized the role of assessments in situating, measuring, and bridging healthcare management theory to practice. Assessments prompt both students and educators to evaluate performance while enhancing the learning environment [ 134 ]. Brown [ 135 ] demonstrated that some assessment techniques deepen learning and equip students with skills for employment. Formative and summative assessments aim to extract knowledge from memory and improve retention [ 136 ]. However, feedback revealed occasional disconnects between module content and assessment, suggesting misalignment. Misaligned teaching raises concerns about the ‘learning gains’ available to students. Ramsden [ 137 ] and Biggs [ 138 ] emphasized that instructors must align assessments with intended learning outcomes, as students often perceive assessments as the curriculum. Findings called for greater assessment diversity, moving away from over-reliance on 3000-word essays, and adopting varied formats resilient to academic misconduct practices. Martin et al. [ 139 ] advocated for assessment types such as blogs and portfolios that support metacognition, situated learning, and lifelong learning. Jackson [ 140 ] noted that varied assessments sustain knowledge application and boost employability. Additionally, the study found that enhancing digital capabilities would support assessment diversity and skill development, essential in the post-COVID-19 knowledge economy landscape. This aligns with wider calls in the literature to reconceptualize digital transformation in higher education [ 141 , 142 ]. 4.4.4 Personal development and practicums The findings revealed the importance of personal and professional development in boosting confidence, graduate work readiness, and employability. Personal development is a lifelong instructional pursuit to enhance graduate prospects [ 143 ], while professional development comprises personal improvement and professional self-determination. The former supports skills acquisition [ 144 ], which is essential amid job market pressures for graduates to present themselves as highly employable [ 145 ]. The HEI’s careers department provides independent employability support, complementing professional skills embedded in the curriculum. The link between personal and professional development in higher education and the workplace aligns with wider literature [e.g., 146–149]. However, Suleman [ 150 ] introduced the concept of contingent employability, arguing that cultural pairing, stereotyping, and social position significantly shape graduate outcomes—factors especially relevant to the socio-cultural context of the blended learning program. Participants expressed a desire for the inclusion of work placements, suggesting that theoretical knowledge alone was insufficient to support transitions into management roles. Edwards [ 151 ] asserts that integrating placements enhances graduate confidence and work readiness. Placements uniquely develop cognition and situated learning [ 152 ], while Divan et al. [ 153 ] found they help students thrive in higher education and increase chances of earning a first-class degree—particularly vital for widening participation institutions. 4.4.5 Dissertation (Final Project) module Participants expressed the need for students undertaking the Dissertation and Final Project module to be resilient and take initiative in managing the supervisor-supervisee relationship. The supervision process builds students' research knowledge and conviction [ 154 ]. However, the module was often perceived as daunting, partly due to the non-compulsory nature of faculty-led research sessions, delivered as standalone workshops, which participants saw as a barrier to deeper engagement. While well-managed supervision is highly beneficial, students must actively nurture relationships with supervisors [ 155 ], who often balance multiple commitments such as research, program leadership, and teaching [ 156 ]. There was acknowledgment of COVID-19’s impact on supervision. Thompson et al. [ 157 ] had already highlighted the long-standing challenges in staffing supervisor pools. Still, setting clear expectations with students is critical for strengthening engagement, improving outcomes, and achieving the educational gains outlined in the program’s aims [ 158 ]. Despite suggestions for enhancement, participants praised supervisors and defended the supervision process for the enriched scholarship it provides. 4.4.6 Implications for practice Findings from the study have important implications for how blended learning programs conceptualize curriculum design, especially through collaboration with industry. There is a need to prioritize novel, interactive instructional strategies, such as simulations of managing practice in blended healthcare classrooms. This enhances codified (theory) knowledge, student engagement, and practical workplace skills. HEIs must also adopt evidence-based approaches to improve decision-making in healthcare management while gathering feedback from stakeholders like employer advisory panels. Integrating formal practicums through industry partnerships will better prepare graduates to apply their skills and address real-world workplace employability challenges. 5 Conclusion The study underlined the crucial role of blended learning in healthcare management education. It underscored students and graduates expected the program to develop their management knowledge, skills, and practice confidence, complimenting employer expectations rooted in sector and regulatory requirements. Despite optimistic employability outcomes, keeping graduates presents a unique challenge for the sector. Non-practicum integrated programs also confront unique tests in establishing knowledge and skills transfer beyond the situated learning space, calling for holistic blended learning assessments and curriculum enrichments. Its relevance persists post-pandemic as HEIs continue investing in online learning technologies to safeguard against future disruptions. Future studies could examine the mechanisms of knowledge and skills transfer, employer perspectives on graduate competency, and the long-term career outcomes of interdisciplinary blended learning healthcare management programs without practicums. Abbreviations CQC : Care Quality Commission HE: Higher education HEI : Higher education institution JISC : Joint Information Systems Committee NHS : National Health Service QAA : Quality Assurance Agency PI : Principal investigator TBM : Teaching block method Declarations Author information Arden University, London Campuses, United Kingdom Saikou Sanyang ( Academic Affairs, Ealing Campus, London ), Alfred Mensah ( Faculty of Business, Tower Hill Campus, London ) Middlesex University, The Burroughs, Hendon, London, United Kingdom Gordon Weller Department of International Public Health Liverpool School of Tropical Medicine, Pembroke Place, United Kingdom Yusupha Sanyang University of Law, 14 Store Street, London, United Kingdom Poloko Hiri Contributions Saikou Sanyang (SS), Gordon Weller (GW), Catherine Kerr, and Yusupha Sanyang (YS) all contributed to the manuscript. SS designed it with the guidance of GW and CK. SS created the data collection protocol and moderated the employer interviews. Poloko Hiri (PH) and Alfred Mensah (AM) facilitated the student and graduate FGDs and faculty interview pilots. They also facilitated student and graduate focus groups and semi-structured interviews with the faculty team. YS reviewed the manuscript and contributed to the discussion section. Ethical approval Ethical approval for the study was granted by Middlesex University’s Research Ethics Committee (REC) (Approval No. 17825). The research was conducted in full accordance with the relevant guidelines and regulations set by the university’s REC and the research governance frameworks of the host Higher Education Institution. Consent to participate and publish Participants received a pack containing a Participant Information Sheet (PIS), Consent Form, and Debrief Sheet. Upon expressing interest in the study, participants signed the Consent Form prior to formal recruitment. All participants consented to the publication of the data collected, and the Higher Education Institution (HEI) supported the dissemination of this work, which was conducted as part of an insider research project. Competing interests The authors of the study declare no competing interests. Funding The authors had not received funding for the study. Author Contribution SS, GW and YS all contributed to the manuscript. SS designed it with the guidance of GW. SS created the data collection protocol and moderated the employer interviews. PH and AM facilitated the student and graduate FGDs and faculty interviews. They also facilitated student and graduate focus groups and semi-structured interviews with the faculty team. YS reviewed the manuscript and contributed to the discussion section. Acknowledgement The authors would like to thank all the students, graduates, employers, and faculty who participated in the study. We are deeply grateful to the HEI, where the study was conducted, and Middlesex University for their support. The authors would like to acknowledge the invaluable contribution of Dr Catherine Kerr, whose insights and dedication greatly enriched this work. Tragically, Catherine passed away during the preparation of this manuscript. She was a passionate educator, researcher, and academic, deeply committed to advancing knowledge in this field. Beyond her professional excellence, she was a cherished colleague and friend, and her presence will be profoundly missed. Data Availability The fully published data from this study, available on Google Scholar through Middlesex University's research repository, provides additional information, including data, ethics approval, and more. It can be accessed here: [https://repository.mdx.ac.uk/item/193qqv]. References Galoyan T, Betts K. Integrative transfer of learning model and implications for higher education. 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Block learning: Evaluation of a new teaching approach for nursing and midwifery education. Nurse Educ Pract. 2024;75:103905. https://doi.org/10.1016/j.nepr.2024.103905 . Beichner R. The SCALE-UP Project: a student-centered active learning environment for undergraduate programs. An invited white paper for the National Academy of Sciences; 2008. Alexander B, et al. EDUCAUSE Horizon Report: 2019 Higher Education Edition. Louisville: EDUCAUSE; 2019. Maingi SW, Wachira HM. Digital skills and tourism workforce recovery in the post-COVID-19 pandemic era: Case of small and medium-sized tourism enterprises (SMTEs) in Nairobi, Kenya. Tourism Through Troubled Times: Challenges and Opportunities of the Tourism Industry in the 21st Century. Emerald Publishing Limited; 2022. pp. 21–38. Stofkova J, Poliakova A, Stofkova KR, Malega P, Krejnus M, Binasova V. Daneshjo, N. Digital Skills as a Significant Factor of Human Resources Development. Sustainability. 2022;14(20):2–18. Brown HD. Language Assessment: Principles and Classroom Practices. New York: Longman; 2004. Dixson DD, Worrell FC. Formative and Summative Assessment in the Classroom. Theory Into Pract. 2016;55(2):153–9. https://doi.org/10.1080/00405 841.2016.1148989 . Ramsden P. Learning to teach in higher education. London: Routledge; 1992. Biggs J. Aligning teaching for constructing learning, 2003. Retrieved from: https://www.advance-he.ac.uk/knowledge-hub/aligning-teaching-constructing-learning Martin A, Rees M, Edwards M. Work Integrated Learning. A Template for Good Practice: Supervisors’ Reflections. Wellington: Ako Aotearoa; 2011. Jackson D. Modelling graduate skill transfer from university to the workplace. J Educ Work. 2016;29(2):199–231. Deroncele-Acosta A, Palacios-Núñez ML. Toribio-López, A. Digital transformation and technological innovation on higher education post-COVID-19. Sustainability. 2023;15(3):2466. Rasli A, Tee M, Lai YL, Tiu ZC, Soon EH. Post-COVID-19 strategies for higher education institutions in dealing with unknown and uncertainties. InFrontiers Education. 2022;7:992063. JISC. Framework for digital transformation in higher education,. 2023. Retrieved from: https://beta.jisc.ac.uk/guides/framework-for-digital-transformation-in-higher-education Tremblay K, Lalancette D, Roseveare D. Assessment of Higher Education Learning Outcomes: Feasibility Study Report. Paris: OECD; 2012. Nastasa L, Cazan A. Personal and professional development of beginner psychologists. Procedia - Social and Behavioral Sciences . 2012; 84(2013), pp. 781–785. Konkola R, Tuomi-Gröhn T, Lamber P, Ludvigsen S. Promoting learning and transfer between school and workplace. J Educ Work. 2007;20(3):211–28. Sadeghi T. Associations between workplace learning patterns, social support and perceived competency. Hum Resource Dev Int. 2020;23(1):5–24. Small L, Shacklock K, Marchant T, Employability. A Contemporary Review for Higher Education Stakeholders. J Vocat Educ Train. 2018;70:148–66. https://doi.org/10.1080/13636820.2017.1394355 . Tight M. Employability: a core role of higher education? Research in Post-Compulsory Education . 2023; 28(4), pp. 551–71. https://doi.org/10.1080/13596748.2023.2253649 Suleman F. Revisiting the Concept of Employability Through Economic Theories. High Educ Q. 2021;548–61. https://doi.org/10.1111/hequ.12320 . Edwards M. The Impact of Placements on Students’ Self-efficacy. Higher Educ Skills Work-based Learning. 2014;4(3):228–41. Zuchowski I, McLennan S, Buchta K, Cordes K, Sen Gupta T, Ladesma C, Lee R, McArthur L. Curriculum development for social work student placements in primary health care. Social Work Educ. 2023; pp. 1–18. Divan A, Pitts C, Watkins K, McBurney SJ, Goodall T, Koutsopoulou ZG, Balfour J. Inequity in Work Placement Year Opportunities and Graduate employment outcomes: a data analytics approach. J Furth High Educ. 2022;46(7):869–83. Hockey J. Establishing boundaries: Problems and solutions in managing the PhD supervisor’s role. Camb J Educ. 1994;24:293–305. Grohnert T, Gromotka L, Gast I, Delnoij L, Beausaert S. Effective master’s thesis supervision – A summative framework for research and practice. Educational Research Review . 2023; 42, p. 100589. https://doi.org/10.1016/j.edurev.2023.100589 Horn R. Researching and Writing Dissertations . 2nd edition. London: Kogan Page, 2012. Thompson D, Kirkman S, Watson R, Stewart S. Improving research supervision in nursing. Nurse Educ Today. 2005;25:283–90. Lobo A, Gurney L. What did they expect? Exploring a link between students’ expectations, attendance and attrition on English language enhancement courses. J Furth High Educ. 2014;38(5):730–54. Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7083292","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":487646407,"identity":"b4189568-09e6-48ca-be92-02ca683f2a8e","order_by":0,"name":"Saikou Sanyang","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5UlEQVRIiWNgGAWjYDADfiCWgLKZidMi2UCyFoMDxGqR7z/87DFPzR27zcfPPrzxcQeDPH8Dj7EBXsNvpJkb8xx7lrztTLqx5cwzDIYzDvAYJ+DVIsFgJs3DdjjZ7EAamzRvGwPjBgYe4wP4HXb8mzTPv8PJxv3P2KT/tjHYE9TCcCDHDGj4YTsDCaAtjG0MiSAt+B12I6dMcm7f4QSJG8+YLXvbJJJnHGYrxut9oMO2Sbz5dtievz+N8cbPNhvb/vbmzRL4tIAAEw8DQ2IDhC1BXEQy/mBgsCdC3SgYBaNgFIxUAADyjUSQoLTqTwAAAABJRU5ErkJggg==","orcid":"","institution":"Arden University","correspondingAuthor":true,"prefix":"","firstName":"Saikou","middleName":"","lastName":"Sanyang","suffix":""},{"id":487646409,"identity":"7cd17d14-702e-4e92-b35f-aa32377d7744","order_by":1,"name":"Gordon Weller","email":"","orcid":"","institution":"Middlesex University","correspondingAuthor":false,"prefix":"","firstName":"Gordon","middleName":"","lastName":"Weller","suffix":""},{"id":487646411,"identity":"194e94ed-f6ac-4dd2-8433-2f6c11214691","order_by":2,"name":"Yusupha Sanyang","email":"","orcid":"","institution":"Liverpool School of Tropical Medicine","correspondingAuthor":false,"prefix":"","firstName":"Yusupha","middleName":"","lastName":"Sanyang","suffix":""},{"id":487646412,"identity":"891af21f-f000-4dbf-bd8f-1f6d333c1738","order_by":3,"name":"Poloko Hiri","email":"","orcid":"","institution":"The University of Law","correspondingAuthor":false,"prefix":"","firstName":"Poloko","middleName":"","lastName":"Hiri","suffix":""},{"id":487646413,"identity":"a2ca5ad4-2889-4a9b-8a54-6b2bcdf2bc26","order_by":4,"name":"Alfred Mensah","email":"","orcid":"","institution":"Arden University","correspondingAuthor":false,"prefix":"","firstName":"Alfred","middleName":"","lastName":"Mensah","suffix":""}],"badges":[],"createdAt":"2025-07-09 11:23:30","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-7083292/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-7083292/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":95196140,"identity":"99667ec5-0250-419e-a689-0a306223ccf3","added_by":"auto","created_at":"2025-11-05 11:24:41","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1508538,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7083292/v1/c535cfed-1dba-4652-b4b1-534940f8c426.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"From Interdisciplinary Blended Learning Classrooms to Professional Practice: Empowering Employability in Healthcare Management","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eThe demand for agile and adaptable healthcare education necessitates higher education institutions (HEIs) to bridge the divide between learning and sector needs and expectations. This should be understood in the context that a necessary aim of (higher) education is to transfer knowledge and skills beyond the context in which they were acquired [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe study explored how an interdisciplinary blended learning healthcare management program, without practicums, fosters knowledge and skills transfer to practice. Blended learning offers immense potential to support knowledge and skills transfer, a process explored in this study through Mode 2 Knowledge Production [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e]. The program has most of its students coming primarily from non-traditional, mature learner populations with substantial life and work experience. Thus, learning strategies facilitate social constructivism, which prioritizes active collective knowledge construction and application transcending simple transactional relationships to a socially crafted and mediated process shaped by peer collaboration, organizational culture, and real-world experiences [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eNokes [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e] remarked that various scholars have investigated how knowledge acquired in one undertaking can be utilized in another [e.g., 7, 8, 9]. However, studies on knowledge and skill transfer from healthcare programs mainly explored this in the context of disciplinary and multi-disciplinary work-integrated learning curriculum and training with formally embedded placements [e.g., 10\u0026ndash;14] or are, at best, situated in clinical practice [e.g., 15, 16].\u003c/p\u003e\u003cp\u003eHEIs expect to train graduates for immediate workforce entry [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], yet gaps remain in holistically aligning blended learning curricula with real-world healthcare sector employability expectations. Furthermore, while previous research has interrogated knowledge, and skills transfer in healthcare education, limited studies have examined how non-traditional students in interdisciplinary healthcare management programs experience employability preparedness without practicums. This study fills this gap by analyzing key stakeholder insights of the program. Largely, distinct groups of stakeholders in blended learning environments value diverse aspects of their learning experience, yet common themes around expectations particularly in healthcare management include sector knowledge, confidence, skill development, application, and lifelong learning fostering work preparedness [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. This study examined how well the program meets these expectations and aspirations while identifying key areas for enhancement.\u003c/p\u003e\u003cp\u003eDiscussing knowledge and skills transfer requires acknowledging the centrality of evidence-based practice. This is particularly significant because evidence-based practice and knowledge and skills transfer expectations are intricately linked. Effectively transferring knowledge and skills to practice necessitates a deep understanding of how to implement evidence-based approaches [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. There has been a proliferation of evidence-based healthcare practices over the past few decades [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. McSherry and Warr [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] emphasize practitioners knowing the core elements of evidence-based to harness it successfully. Even so, Kumah et al. [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e, p. 4] argued that healthcare personnel and overseers must recognize the semantic differences between \u003cem\u003e\"evidence-based practice,\"\u003c/em\u003e which focuses on the recognition and application of appropriate research evidence to practice, and \u003cem\u003e\"evidence-informed practice,\"\u003c/em\u003e \u0026ndash; characterized by the combination of various factors reflecting the belief that research evidence is just one of many factors influencing decision-making and the creation of an enriched learning environment fostering the application of knowledge and skills [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] for employability success.\u003c/p\u003e\u003cp\u003eGuided by the following research question, the study interrogates the learning experience within the program through the prism of social constructivism and Mode 2 knowledge production, providing a conceptual understanding of the interaction between the blended learning context and graduate work readiness.\u003c/p\u003e\u003cp\u003e\u003cb\u003e1.1 Research question\u003c/b\u003e\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eHow effectively does a UK HEI\u0026rsquo;s Blended Learning Healthcare Management degree facilitate knowledge and skills transfer readiness for professional practice?\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003e1.2 Blended Learning, Program Situatedness, and Employability\u003c/h2\u003e\u003cp\u003eBlended learning combines synchronous teaching with asynchronous, Moodle-based activities, discussion forums, and flipped-classroom applications [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. It creates a socially situated learning environment where knowledge develops through stakeholder interaction, collaboration, and digital resource engagement [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e]. Despite limited research on its implementation in UK post-compulsory education [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e], blended learning is recognised for consolidating student engagement and co-participation, improving learning outcomes, and offering flexible pedagogical structures to meet diverse learner needs and enhance confidence beyond the classroom [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Successful blended learning relies on transformative program content, interactive and integrated technology resources, skilled faculty, and a credible virtual learning environment [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. This requires faculty to deliver comprehensive, active learning resources that align with learners\u0026rsquo; professional aspirations.\u003c/p\u003e\u003cp\u003eThe HEI\u0026rsquo;s degree program is distinctive for its interdisciplinary approach, drawing from healthcare, social work, and business management, mapped against the United Kingdom (UK) Quality Assurance Agency (QAA) subject benchmarks. More broadly, blended learning in higher education (HE) brings together ICT-driven e-learning, classroom-based instruction, and rich educational resources that encourage self-paced learning, social engagement, and contextual skill development [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. Such situatedness promotes independent study, personal responsibility, and authentic engagement with learning [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. Interdisciplinary curricula further merge theory with practice through real-world scenarios, peer collaboration, and pluralistic knowledge development, supporting career pathways [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis theoretical and practical synthesis is central to employability. Although sometimes conflated with employment, employability refers to preparedness for opportunities beyond graduation, rather than merely achieving a credential [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. It encompasses relevant knowledge, skills, experience, and career planning [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. Within blended learning, employability develops not only through acquiring knowledge but through social participation, collaboration, and experiential practice [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. Knowledge transfer is strengthened in communities of practice where learners share experiences, build a shared culture, and develop applied skills through stakeholder engagement, workplace simulations, and interdisciplinary teamwork [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Such environments co-create knowledge and foster socially negotiated employability skills highly valued by employers [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. Reports from UK employers [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e] continue to highlight communication, organisation, teamwork, adaptability, and the ability to transfer knowledge to new contexts as critical workforce needs, indicating that blended learning approaches should explicitly cultivate these capacities to bridge the gap between academic learning and professional practice.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e1.4 Theoretical framework\u003c/h2\u003e\u003cp\u003eKlein [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e] argued that knowledge production evolved from disciplinarity in the 20th century to multidisciplinarity, interdisciplinarity, and transdisciplinarity in the 21st century, driven by the need to address complex societal issues [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e]. Additionally, interdisciplinary learning fosters structural knowledge development, critical thinking, and epistemological growth, facilitating personalized knowledge integration transferable across contexts [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e]. In healthcare education, blended learning programs enhance these capabilities to improve employability [\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThis study applies the Mode 1 and Mode 2 knowledge production framework by Gibbons et al. [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] to examine learning in a blended learning healthcare management program. Although some scholars have questioned the empirical support for this framework, Gibbons et al. [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] significantly influenced discussions on knowledge production in post-compulsory education [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e]. Nowotny et al. [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e] further explored this framework\u0026rsquo;s influence on academia and society. This study operates on the premise that the program effectively integrates theoretical and practical knowledge within a blended learning environment, thereby enhancing professional skill development and career readiness in alignment with Mode 2 knowledge production.\u003c/p\u003e\u003cp\u003eIn addition, Mode 2 knowledge production, which focuses on interdisciplinary and applied learning, aligns closely with the objectives of blended learning in healthcare management education. This framework supports the embedding of theoretical knowledge with practical application, which is essential for preparing students for complex industry demands [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]. While some scholars question Mode 2\u0026rsquo;s novelty, alluding to similarities to earlier scientific models and Latour\u0026rsquo;s concept of science-society evolution [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e], it remains markedly situational, experiential, and collaborative, reinforcing the practical application of knowledge and skills [\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e54\u003c/span\u003e, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e55\u003c/span\u003e]. The blended learning program\u0026rsquo;s espoused position is that it aligns with these tenets, enhancing student learning and professional practice preparedness.\u003c/p\u003e\u003c/div\u003e"},{"header":"2 Methods","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Positionality and research design\u003c/h2\u003e\u003cp\u003eThe principal investigator (PI) assumed an insider active researcher role, leveraging their familiarity with the HEI\u0026rsquo;s policies, learning and teaching strategy, and the overarching program aims. However, to mitigate the potential for performance and interpretative bias during data collation and processing, proxy data collectors were recruited to conduct student and graduate FGDs and faculty interviews, minimizing direct influence.\u003c/p\u003e\u003cp\u003eThe study used a qualitative case study design informed by a social constructivist paradigm, viewing knowledge in blended learning as socially constructed through interaction with peers, faculty, and employers. Prioritizing constructivism over constructionism, the focus was on cognitive development, situated learning, and the socio-cultural factors influencing practical knowledge, such as learning culture and the influences of the knowledge economy. The single-case design adopted incorporated data from FGDs and semi-structured interviews from a study population made up of insider and outsider participants relative to the HEI.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Research setting and participants\u003c/h2\u003e\u003cp\u003eThe study was conducted at a post-92 UK HEI offering online and h blended learning programs. The blended learning program follows a 6-week teaching block method (TBM), engaging in one module at a time with a combination of face-to-face instruction, asynchronous activities, augmented module content and careers resources.\u003c/p\u003e\u003cp\u003eParticipants were grouped based on their positionality within the HEI. Insiders included students (Levels 4\u0026ndash;6), graduates (2017\u0026ndash;2021), and faculty with at least two years of teaching experience. Outsiders comprised exclusively of employers referred by students and graduates. A purposive sampling strategy was adopted in recruiting twenty-eight participants based on their direct involvement in the program and their situatedness to provide diverse insights into its employability impact. Data saturation was achieved in the study when no new themes emerged after twenty-seven interviews, confirming sufficient coverage of key stakeholder perspectives.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Data collection and analysis\u003c/h2\u003e\u003cp\u003eTwo FGDs and semi-structured faculty interviews were conducted by proxy data collectors to minimise researcher bias, while the PI moderated the employer interviews. Participants were pseudonymized, and the HEI anonymized prior to analysis. Member checking was conducted with both participants and proxies. Triangulation\u0026mdash;methodological, data, and theory\u0026mdash;was achieved through cross-analysis of data from four stakeholder groups, enhancing credibility and ensuring a holistic representation of perspectives. Two independent co-investigators reviewed the inductive coding framework to reduce performance bias during thematic analysis, with discrepancies resolved through discussion with the PI. As Guba and Lincoln (56) note, triangulation verifies factual accuracy, while member checking confirms the authenticity of participants' contributions.\u003c/p\u003e\u003cp\u003eData were transcribed and analyzed thematically using Microsoft Transcribe and NVivo 12, respectively. Furthermore, following the six stages adapted from Charmaz\u0026rsquo;s (57) coding framework and the thematic analysis conventions of Braun et al. (58) and Campbell et al. (59), inductive line-by-line coding allowed findings to emerge organically, free from predetermined biases.\u003c/p\u003e\u003c/div\u003e"},{"header":"3 Results","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Characteristics of the study population\u003c/h2\u003e\u003cp\u003eFGDs comprised of thirteen students and graduates (Table\u0026nbsp;1). Faculty interviews involved twelve faculty (Table\u0026nbsp;2). Faculty recruited in the study were located across Birmingham, Berlin, Manchester, and three London study centers (or campuses). The three employers recruited worked in social care or voluntary healthcare sectors (Table\u0026nbsp;3). This paper presents findings from four of the study\u0026rsquo;s six main themes, allowing for a more focused and holistic exploration of the dynamics of knowledge and skills transfer discussed elsewhere. Tables\u0026nbsp;1\u0026ndash;3 present the research datasets for each participant group.\u003c/p\u003e\u003cdiv id=\"Sec10\" class=\"Section3\"\u003e\u003ch2\u003e3.1.1 Table\u0026nbsp;1 Participant characteristics for focus groups 1 \u0026amp; 2\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCharacteristics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo. (%)\u003c/p\u003e\u003cp\u003e(N\u0026thinsp;=\u0026thinsp;13)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (23)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e10 (77)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e26\u0026ndash;33 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (15)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e34\u0026ndash;41 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (8)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e42\u0026ndash;49 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (23)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e50 and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7 (54)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eRole\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStudent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7 (54)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGraduate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6 (46)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eEthnicity\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAny other Asian Background\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (8)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAny other black background\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (8)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBlack British\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5 (38)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBlack African\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4 (31)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWhite\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (15)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eHighest qualification\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNVQ 2/3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (15)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eNVQ 4/5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (8)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAccess to Nursing/ Healthcare Level 3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (15)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBTEC Extended Diploma Level 3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (15)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBTEC HND Level 5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6 (46)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eWork experience\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u0026ndash;3 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (23)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u0026ndash;6 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (23)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMore than 10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e7 (54)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec11\" class=\"Section3\"\u003e\u003ch2\u003e3.1.2 Table\u0026nbsp;2 Participant characteristics for faculty interviews\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCharacteristics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo. (%)\u003c/p\u003e\u003cp\u003e(N\u0026thinsp;=\u0026thinsp;12)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6 (50)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6 (50)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e34\u0026ndash;40 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (25)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e41\u0026ndash;47 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4 (33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e48\u0026ndash;54 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (17)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e55 and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (25)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eFaculty role\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAssociate lecturer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6 (50)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLecturer\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (25)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSenior lecturer/program manager\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (25)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eStudy Centre\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManchester\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (8.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLondon (3 study centers in West and Central London)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e6 (50)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBerlin\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (8.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eBirmingham\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eUniversity lecturing experience\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u0026ndash;2 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (17)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u0026ndash;4 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4 (33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u0026ndash;6 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (17)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOver 7 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4 (33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eProfessional and academic-practitioner experience\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAn academic actively engaged in recent scholarly activity linked to healthcare practice.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5 (42)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA practitioner-academic actively working in a recognized professional role.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4 (33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAn academic neither actively participating in academic scholarship nor currently working in a recognized professional capacity.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (17)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eA practitioner-academic who has not worked in a recognized professional capacity for over 2 years.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (8)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section3\"\u003e\u003ch2\u003e3.1.3 Table\u0026nbsp;3 Participant characteristics for employer interviews\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCharacteristics\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo. (%)\u003c/p\u003e\u003cp\u003e(N\u0026thinsp;=\u0026thinsp;3)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (66.66)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e55 and above\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (100)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eRole\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManaging Director and Owner\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eService Director\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (66.66)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eSector and organization location\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLarge Charity \u0026ndash; Birmingham and West Midland area\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCare Services - care home \u0026ndash; South-East\u003c/p\u003e\u003cp\u003eLondon\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCare Services - home care \u0026ndash; Manchester\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eManagement qualification\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLevel 5 (including CMI Level 5 and NVQ Level 5 qualifications)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e3 (100)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRegistered Nurse (RN)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMaster\u0026rsquo;s degree\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eProfessional (management) experience in the sector\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u0026ndash;15 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (66.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e16\u0026ndash;26 years\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eHi HE students/graduates employed\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u0026ndash;4 students/graduates\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u0026ndash;8 students/graduates\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (66.66)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eOrganizational recruitment channel\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIndeed, Google Ads and Facebook advertising\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (66.66\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLocal papers\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1 (33.33)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eLinks with organisations, including Job Centre\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (66.66)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Knowledge, characteristics, skills, and employability expectations\u003c/h2\u003e\u003cp\u003eThis theme features two areas: \u0026lsquo;the knowledge, characteristics, and skills employers expect of graduates and students\u0026rsquo; and the \u0026lsquo;expectations students and graduates have of the program\u0026rsquo;. Employers underlined the necessity for graduates to align with sector requirements, particularly in regulatory knowledge and critical reasoning skills. Moses, an employer, highlighted the importance of regulatory knowledge by stating:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;[\u0026hellip;] What would be important to us, and the learning is that they come out, you know, understanding [\u0026hellip;] the key lines of inquiry, and what CQC is looking for and how to make sure we've got the evidence to support [\u0026hellip;] the five key lines of inquiry that we are, uhm, inspected against.\u0026rdquo; (Moses, 55 and above, managing director and owner, home care service, employer).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eLayla, a large voluntary healthcare sector employer, stressed a concern regarding HE students' and graduates' inability to demonstrate dynamism in fully contextualizing their subject expert knowledge for practical use when confronted with practice dilemmas and real-world day-to-day challenges. She observed:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;[\u0026hellip;] what we learn in university is fantastic, but when you get on the actual ground, when you're [\u0026hellip;] working on the ground [\u0026hellip;] sometimes the books are not always right, or there is a level of correctness there, but life isn't always as it seems [\u0026hellip;].\u0026rdquo; (Layla, 55 and above, service director large charity, employer).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eStudents enrolled in the program to develop unique theoretical insights and skills, expecting that the expressed codified knowledge and healthcare management case studies would link to their observation of the real-world practice context. They highlighted that the knowledge and skills gained (e.g., people skills) enriched their employment prospects. Without exception, participants indicated that their expectations had been met or surpassed. Abi, a student in the 4-year \u0026lsquo;Foundation Degree\u0026rsquo;, said:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;I wanted more knowledge of the healthcare industry because I come from a different background, and I wanted to, Uhm, change my career totally, so I wanted more information on what goes on [\u0026hellip;] in the healthcare sector [\u0026hellip;].\u0026rdquo; (Abi, 50 and above, student, FGD 1).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eSamantha, who had worked in management for 13 years in a different sector, also joined the program to upskill her. She stated:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;We had a change of management that got rid of us because I wasn't qualified. [\u0026hellip;] the knowledge from the course actually helped propel me to the next level [\u0026hellip;]; gaining insight into the CQC aspect [\u0026hellip;] and [\u0026hellip;] care [\u0026hellip;] management.\u0026rdquo; (Samantha, 50 and above, graduate, FGD 2).\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Strengths\u003c/h2\u003e\u003cp\u003eParticipants identified key program strengths, including curriculum breadth, learning community, and program flexibility. Ethan, a faculty member, mentioned the highly collaborative learning environment that underscores the diversity of thoughts for knowledge contextualization.\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;It really gives a good introduction to a lot of different topics [\u0026hellip;] different, uhm, fields and jobs as well. I think that a lot of the material that gets covered on the program [\u0026hellip;] there is a big focus on practice and implementing theory and knowledge into practice [\u0026hellip;]\" (Ethan, 41\u0026ndash;47 years, senior lecturer, Berlin study center).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eLumia, a student, proposed that the scope of learning transcended knowledge of healthcare management in the UK, which situates the instruction to advance learner confidence and independent thinking. This notion corroborates Garry's view who intimated:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;[\u0026hellip;] I had some fantastic lecturers who never gave me the answers, but they encouraged me to find the answers myself [\u0026hellip;. There is one particular lecturer that I will never forget. She said: I know the answers already, but I want you [\u0026hellip;] to read ahead of class to challenge me, so I will learn something new. [\u0026hellip;] I always read ahead of class to bring something new to the discussion [\u0026hellip;].\u0026rdquo; (Garry, 26\u0026ndash;33 years, student, FGD 2).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eLayla, an employer, echoed that knowledge and skills development are expressly necessary for a manager's practice confidence. She underlined Gemma, a student in her employment, as uniquely assertive and confident. She contended:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;I have really seen a difference in Gemma's confidence already. [\u0026hellip;] I would say after enrolling and starting the program is the confidence. [\u0026hellip;] she is more forthright and [\u0026hellip;] also very happy to share what she is learning with us.\u0026rdquo; (Layla, 55 and above, service director large charity, employer).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eTamika, a service director, specifically stressed that HE programs' knowledge and practice orientations require close alignment to derive meaningful learning and workplace application. She asserted:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;[\u0026hellip;] There is no conflicting information from what you are teaching them and what they are seeing [\u0026hellip;]. I give you one example: one of your students did a module on budgeting [\u0026hellip;] during supervision when we got to: \u0026lsquo;Do you have any other thing?\u0026rsquo; and he said, yes, I\u0026rsquo;ve been working in the admin and this budgeting side of it I don't see it, and I said yes, as a manager [\u0026hellip;] the onus is for you to set your budget to your directors, and I took him through the process of it and I remember very well that student saying yes it's exactly the same thing we had in the classroom [\u0026hellip;].\u0026rdquo; (Tamika, 55 and above, service director, mental health care home, employer).\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Student and graduate retention\u003c/h2\u003e\u003cp\u003eStudents and graduates typically worked for employers for five and a half years. This duration gave employers sufficient time to assess employees' skills, knowledge, and attributes before, during, and after the program. Employer feedback showed that students and graduates remained with employers because of their reputation and supportive environment. Moses linked this reputation to quality care, competitive pay, and avoidance of short 15-minute care visits. Tamika added that, despite recruitment pressures and workforce shortages, her organization prioritizes career progression for healthcare management graduates over retention alone\u0026mdash;a practice that fosters fidelity among students who witness such goodwill. Tamika said:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;The organization [\u0026hellip;] assist them by channeling them to the right place [\u0026hellip;] to get a graduate job, like in the NHS.\u0026rdquo; (Tamika, 55 and above, service director, mental health care home, employer).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eConcerning the factors influencing graduates' decisions to stay, all three employers hinted that retaining graduates was a sector-wide challenge. Layla noted that graduates often leave within three years of completion, missing the chance to contribute their knowledge and skills to the organization long-term. Moses highlighted the ongoing challenge experienced in finding and retaining suitable graduates, further compounding recruitment efforts.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e3.5 Suggested improvements\u003c/h2\u003e\u003cp\u003eParticipants highlighted enhancements to improve the program, including student inductions, expanding skills and employability support, diversifying assessments, encouraging personal growth, incorporating work experience, and increasing program resources.\u003c/p\u003e\u003cp\u003eFaculty emphasized the need for an enhanced student induction process. Jamela, a lecturer and module leader, stated:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;I think they need to have more like an orientation. [\u0026hellip;]; has to be mandatory; where they can, uhm, learn few basic things [\u0026hellip;], especially about understanding the importance of having [\u0026hellip;] the program handbook.\u0026rdquo; (Jamela, 34\u0026ndash;40 years, lecturer and module leader, Birmingham study center).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eResults affirmed that the program was playing catch up with enhanced academic study skills support. Yet, the HEI has implemented significant improvements over the past few years. Feedback also indicated that the faculty\u0026rsquo;s use of active learning strategies to heighten student engagement and create an organic link to the workplace required coherent application for equity of experience. Still, beyond basic academic study skills, Ethan denoted that the program should consider how students in centers outside the UK engage with the resources. He said:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\"[\u0026hellip;] We've been talking a lot about [\u0026hellip;] having more of an international perspective on the program [\u0026hellip;]. As you know, we have centers outside [\u0026hellip;] the UK as well, uhm, and also just raising awareness to UK students around international issues is something pretty beneficial.\" (Ethan, 41\u0026ndash;47 years, senior lecturer, Berlin study center).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eParticipants hinted that the six-week TBM approach led to noteworthy cognitive and time (or schedule) pressures affecting the coherence in active learning strategy implementation in the classroom and faculty assessment marking strain. For instance, Emebo, an associate lecturer, observed the following:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;[\u0026hellip;] I think the modules need to be a bit longer [\u0026hellip;]. I think, yeah, they need to be slightly more in-depth [\u0026hellip;]. Marking places, a lot of pressure [\u0026hellip;] I find it really hard to do, [\u0026hellip;] proper marking in the sort of the timescales we are given [\u0026hellip;].\" (Emebo, 55 and above, associate lecturer, London study centers).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eFindings denoted an initial disorientation experienced by students with the module order and linkages across the program. Feedback suggests that clarity across the curriculum increases significantly as students progress through and across the distinct levels of study. Yet, Abi felt that introducing modules, like the skills module, earlier would have guaranteed better cognitive integration. She also signaled at the need to improve students\u0026rsquo; self-awareness and digital skills orientation, as noted by Jamela and Randolf. To illustrate, Randolf, a senior lecturer and program manager, asserted that:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;I think maybe a bit more about IT (Information Technology) skills [\u0026hellip;]. I think personal development because [\u0026hellip;] our students are great, but they don't know it, so they lack confidence. So, these types of skills that are related to personal development [\u0026hellip;].\" (Randolf, 34\u0026ndash;40 years, program manager, Birmingham study center).\u003c/em\u003e\u003c/p\u003e\u003cp\u003eParticipants remarked that students faced significant challenges with the dissertation module because of the difficulty with its delivery method and level of organization, the supervisor-supervisee relationship, and the impact of the COVID-19 pandemic. Beyond suggested improvements to the dissertation, the penultimate module of the program, participants suggested integrating work placements, with Tamika, arguing:\u003c/p\u003e\u003cp\u003e\u003cem\u003e\u0026ldquo;There is a need for your program to be able to accommodate your students to be able to have practical [\u0026hellip;] experience. So certain hours [\u0026hellip;] should be set aside, just like social workers you know, and nursing students [\u0026hellip;].\u0026rdquo; (Tamika, 55 and above, service director, mental health care home, employer).\u003c/em\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"4 Discussion","content":"\u003cp\u003eParticipants identified key knowledge areas, skills, employability traits, and expectations\u0026mdash;either of the students or the program itself. They associated the program with strengths such as leadership skill development, specialized healthcare management knowledge, and an inclusive learning community. However, they also suggested areas for improvement, including more comprehensive student inductions, diversified assessment methods, and extended employability support.\u003c/p\u003e\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Knowledge, characteristics, skills, and employability expectations\u003c/h2\u003e\u003cp\u003eEmployers expect students and graduates to show \u003cem\u003ededication, professionalism, and an understanding of policies and sector needs\u003c/em\u003e. Dedication and altruism are vital workplace attributes for healthcare practitioners [\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e60\u003c/span\u003e]. Kim et al. [\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e61\u003c/span\u003e] and Hamzaa et al. [\u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e62\u003c/span\u003e] underlined its importance, noting that care professionals are personally, and spiritually-leadership driven, innovative, and dedicated to excellent care delivery. Employers stressed the necessity of dedication in supporting workplace success and lifelong learning. While dedication aligns with personal qualities, understanding sector requirements was associated with workplace expectations.\u003c/p\u003e\u003cp\u003eEmployers stressed the importance of showing value alignment with their organization and exhibiting professionalism. Traits of professionalism encompass technical ability, appearance, reputation, empathy, patience, conduct, efficient communication, and an inclusive posture [\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e63\u003c/span\u003e]. Feedback discussed professionalism in the same vein as passion for the practice. Passion was an essential feature for practice. Yet, studies have shown workplace stress, working conditions, opportunities for learning, relationships, individual achievement, and feelings of being trusted and valued influence passion [\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e64\u003c/span\u003e, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e65\u003c/span\u003e, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e66\u003c/span\u003e], and a negative association between passion and work unhappiness, planned turnover, symptoms of burnout, and emotional weariness [\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e67\u003c/span\u003e, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e68\u003c/span\u003e, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e69\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eStudents had varied expectations about applying their newfound knowledge and skills, ranging from highly specialized to broadly relevant to the healthcare workplace. This aligns with previous literature [e.g., 70], showing that the knowledge and skills from such programs could be unique yet broad and contextual in scope to be transferable. A significant factor in this equation is recognizing that personal and professional improvement through reflection and reflexivity is crucial to theoretical knowledge application [\u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e71\u003c/span\u003e]. In the words of Archer [\u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e72\u003c/span\u003e] and Archer [\u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e73\u003c/span\u003e], reflexivity arises and is reinforced by students, graduates, and managers' constant internal dialogues. Although students and graduates named specific skills and knowledge the program permeates to promote employment, references to this reflected a particular emphasis on espoused employability skills.\u003c/p\u003e\u003cp\u003eEmployability, as alluded to by the different participant groups, focuses on attitudes, behaviors, and personal traits - not just qualifications or experiences graduates possess [\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e74\u003c/span\u003e], implying that employable recruits are dependable collaborators \u0026ndash; significantly able to contribute to organizations [\u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e75\u003c/span\u003e]. The findings stressed that a degree alone does not always guarantee employment in healthcare management. This recognition is an essential factor that drives learners to acquire skills, magnifying their employment prospects [\u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e76\u003c/span\u003e, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e77\u003c/span\u003e]. Mezirow and Taylor [\u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e78\u003c/span\u003e] insinuated the role of individual experience in the blended learning classroom as the core means for the type of transformative learning that supports situated knowledge contextualization. In this space, theoretical and problem-based learning dialogues occur, leading to a critical analysis of the normative assumptions that drive the learner's value judgment and behavior [\u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e79\u003c/span\u003e]. Instructors foster problem-based learning through classroom activities, prompting reflection and the development of new insights into the world of practice [\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e80\u003c/span\u003e]. Consequently, knowledge, skills, and attributes become socially enacted and negotiated, allowing in-depth analysis and introspection - the product of which is likely to be efficient work performance and career readiness and progression [\u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e81\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Strengths\u003c/h2\u003e\u003cp\u003eThe finding that flexibility, diversity, curriculum breadth, and learning community are key program strengths aligns with earlier studies on blended learning, learner confidence, engagement, and unique educational gains [\u003cspan additionalcitationids=\"CR83 CR84\" citationid=\"CR82\" class=\"CitationRef\"\u003e82\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e85\u003c/span\u003e]. Research shows diverse, inclusive classrooms enhance engagement and confidence [\u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e86\u003c/span\u003e, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e87\u003c/span\u003e]. The curriculum\u0026rsquo;s interdisciplinary breadth reflects the Mode 2 knowledge production framework prioritizing applied knowledge over traditional theory. Students\u0026rsquo; confidence suggests blended healthcare curricula can facilitate knowledge transfer even without formal practicums, though further research on long-term employability is needed [\u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e88\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eParticipants named program knowledge and skills in three domains: technical competence (healthcare systems and technology), conceptual skills (analysis, planning, judgment), and people skills (understanding personal needs and workplace relationships). This focus on practical and theoretical knowledge supports other key literature [e.g., 89, 90, 91]. Illustrative skills include management, communication, and teamwork, consistent with Boyatzis\u0026rsquo;s [\u003cspan citationid=\"CR92\" class=\"CitationRef\"\u003e92\u003c/span\u003e] framework of effective leadership competencies.\u003c/p\u003e\u003cp\u003eEmployers viewed graduates as confident in care delivery despite lack of practicums, contrasting G\u0026uuml;nay and Kılın\u0026ccedil;\u0026rsquo;s [\u003cspan citationid=\"CR93\" class=\"CitationRef\"\u003e93\u003c/span\u003e] findings of clinical knowledge gaps among trainees. Confidence though variably defined in the literature [\u003cspan citationid=\"CR94\" class=\"CitationRef\"\u003e94\u003c/span\u003e, \u003cspan citationid=\"CR95\" class=\"CitationRef\"\u003e95\u003c/span\u003e], strongly influences beliefs of healthcare managers\u0026rsquo; competence and team morale [\u003cspan citationid=\"CR96\" class=\"CitationRef\"\u003e96\u003c/span\u003e, \u003cspan citationid=\"CR97\" class=\"CitationRef\"\u003e97\u003c/span\u003e], particularly as empowered leaders foster organizational loyalty [\u003cspan citationid=\"CR98\" class=\"CitationRef\"\u003e98\u003c/span\u003e, \u003cspan citationid=\"CR99\" class=\"CitationRef\"\u003e99\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe HEI\u0026rsquo;s Access and Participation Plan reports that over 75% of students come from non-traditional, underrepresented backgrounds [\u003cspan citationid=\"CR100\" class=\"CitationRef\"\u003e100\u003c/span\u003e]. All participants had prior work experience, and interactive activities were regarded as a critical mechanism for enhancing both knowledge acquisition and learner confidence\u0026mdash;a view supported by authors such as Chung et al. [\u003cspan citationid=\"CR101\" class=\"CitationRef\"\u003e101\u003c/span\u003e]. Still, confidence can differ between traditional and non-traditional students, with the latter needing time to rebuild their confidence whiles developing their study skills [\u003cspan citationid=\"CR102\" class=\"CitationRef\"\u003e102\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eEmployers noted that confidence emerges through experiential learning aligned with practice, despite the workplace being more unpredictable than the classroom [\u003cspan citationid=\"CR103\" class=\"CitationRef\"\u003e103\u003c/span\u003e]. Demonstrated through commitment and determination, practice confidence is key to lifelong learning and professionalism in healthcare management [\u003cspan citationid=\"CR104\" class=\"CitationRef\"\u003e104\u003c/span\u003e]. Advanced writing and analytical skills are essential, with literacy underpinning knowledge transfer [\u003cspan citationid=\"CR105\" class=\"CitationRef\"\u003e105\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Student and graduate employment duration and retention\u003c/h2\u003e\u003cp\u003eStudents and graduates worked between one and ten years, with an average retention rate just over five years\u0026mdash;contrasting with current high turnover trends in the UK healthcare sector. Kelly et al. [\u003cspan citationid=\"CR106\" class=\"CitationRef\"\u003e106\u003c/span\u003e] argued that UK NHS and Social Care employers face immense hiring and retention challenges, with vacancies exceeding pre-pandemic levels. The study\u0026rsquo;s data collection occurred during the height of the COVID-19 pandemic, which severely impacted students\u0026rsquo; lives, leading to isolation, employment loss, and financial hardship [\u003cspan citationid=\"CR107\" class=\"CitationRef\"\u003e107\u003c/span\u003e, \u003cspan citationid=\"CR108\" class=\"CitationRef\"\u003e108\u003c/span\u003e]. The Office for Students [\u003cspan citationid=\"CR109\" class=\"CitationRef\"\u003e109\u003c/span\u003e] reported student anxieties about their economic prospects; however, a Higher Education Policy Institute (HEPI) poll in March 2020 found that 79% were still confident in obtaining a graduate-level job [\u003cspan citationid=\"CR110\" class=\"CitationRef\"\u003e110\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eStudent and graduate retention were driven by organizational reputation, supportive work environments, and career progression\u0026mdash;underscoring the centrality of careers and employability. In care settings, a positive image and credible market positioning are vital in attracting skilled workers [\u003cspan citationid=\"CR111\" class=\"CitationRef\"\u003e111\u003c/span\u003e]. Quality care, staff pay, and the rejection of short home care visits (e.g., 15-minute slots) were key to favorable organisational reputation. The UK Social Care sector has long criticized these short visits for not meeting the holistic needs of vulnerable service users receiving homecare. Campbell [\u003cspan citationid=\"CR112\" class=\"CitationRef\"\u003e112\u003c/span\u003e] noted that three-quarters of local authorities commissioned sub-30-minute visits, drawing intense scrutiny from charities and the National Institute for Health and Care Excellence (NICE) for compromising dignity and care quality.\u003c/p\u003e\u003cp\u003eGraduates are still a critical talent pool for high-performing healthcare organizations due to their potential [\u003cspan citationid=\"CR113\" class=\"CitationRef\"\u003e113\u003c/span\u003e]. However, employers observed that social care graduates often leave for better pay and opportunities\u0026mdash;an issue echoed by the Department of Health and Social Care\u0026rsquo;s concern over unsustainably low sector pay [\u003cspan citationid=\"CR114\" class=\"CitationRef\"\u003e114\u003c/span\u003e]. This turnover fosters a sense of inevitability among employers. While hiring, developing, and keeping graduates drives organizational evolution [\u003cspan citationid=\"CR115\" class=\"CitationRef\"\u003e115\u003c/span\u003e], McCracken et al. [\u003cspan citationid=\"CR116\" class=\"CitationRef\"\u003e116\u003c/span\u003e] argue that many sector employers overlook graduates in talent management planning. This is particularly evident in social care, where the focus is still on entry-level roles and registered managers with Level 5 vocational diplomas, limiting graduates\u0026rsquo; career progression.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e4.4 Suggested improvements\u003c/h2\u003e\u003cdiv id=\"Sec22\" class=\"Section3\"\u003e\u003ch2\u003e4.4.1 Student inductions and academic study skills\u003c/h2\u003e\u003cp\u003eEmphasis was on the range of opportunities student inductions offer, indicating a need to shift to a more comprehensive student \u0026lsquo;orientation,\u0026rsquo; enhancing the onboarding experience. Such orientations form initial experiences with the institution and shape opinions students form about the program and HE [\u003cspan citationid=\"CR117\" class=\"CitationRef\"\u003e117\u003c/span\u003e]. The need for enhanced inductions aligns with studies on transition challenges in HE [e.g., 118]. Research shows structured orientations improve retention and engagement [\u003cspan citationid=\"CR119\" class=\"CitationRef\"\u003e119\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFindings affirmed that the HEI had significantly enriched its program resources, particularly by scaling skills support. However, skills gaps exposed by the COVID-19 pandemic remained, especially as students were less forthcoming in engaging with one-to-one online tutorials offered by lecturers. This reluctance may be attributed to a range of factors, including heightened anxiety about the future and concerns about wellbeing in the aftermath of a major pandemic. Cahill et al. [\u003cspan citationid=\"CR120\" class=\"CitationRef\"\u003e120\u003c/span\u003e] emphasized the importance of online tutorials for learning efficiency. Strong, academically adept students could occupy this liminal space as peer mentors, helping others develop efficient routines that inspire enthusiasm for studying [\u003cspan citationid=\"CR121\" class=\"CitationRef\"\u003e121\u003c/span\u003e], aligning with the program\u0026rsquo;s ideals of producing communities of practice [\u003cspan citationid=\"CR122\" class=\"CitationRef\"\u003e122\u003c/span\u003e]. To fully address the skills gap, access to skills resources for better retention and graduate outcomes must be nurtured [\u003cspan citationid=\"CR123\" class=\"CitationRef\"\u003e123\u003c/span\u003e, \u003cspan citationid=\"CR124\" class=\"CitationRef\"\u003e124\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003e4.4.2 Program resourcing and delivery\u003c/h2\u003e\u003cp\u003eThe findings stressed the importance of expanding and diversifying resources beyond UK frontiers. Participants noted that enriching the curriculum strengthens contextualization, particularly for international students. Internationalizing the curriculum offers a global perspective and expands career opportunities [\u003cspan citationid=\"CR125\" class=\"CitationRef\"\u003e125\u003c/span\u003e]. Green and Whitsed [126, p. xii] described internationalization as a \u0026ldquo;\u003cem\u003eprocess of incorporating international, intercultural and global dimensions into the content of the curriculum.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003cp\u003eHesitation in the study stemmed from the fixed modular structure and the intensity of the 6-week TBM, which had not fully addressed student entry points. While the HEI attempted to mitigate this during the shift from conventional semesters to TBM through scaffolding and added resources, Ghapanchi [\u003cspan citationid=\"CR127\" class=\"CitationRef\"\u003e127\u003c/span\u003e] corroborates the tension between preserving curriculum integrity and transitioning to TBM.\u003c/p\u003e\u003cp\u003eParticipants preferred a long and thin teaching framework based on conventional semesters, suggesting it would reduce pressure on faculty around marking deadlines and give students time to process and reflect on content. Ghapanchi [\u003cspan citationid=\"CR127\" class=\"CitationRef\"\u003e127\u003c/span\u003e] and Mckie [\u003cspan citationid=\"CR128\" class=\"CitationRef\"\u003e128\u003c/span\u003e] argued that TBM promotes sustained focus and deeper engagement. Williams [\u003cspan citationid=\"CR129\" class=\"CitationRef\"\u003e129\u003c/span\u003e] found that many students choose UK degrees for block instruction, which enhances belonging. Despite concerns about intensity, TBM approaches in nursing and midwifery have improved student engagement and outcomes [\u003cspan citationid=\"CR130\" class=\"CitationRef\"\u003e130\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eFeedback raised concerns that face-to-face sessions do not always embody active learning strategies to contextualize practice and build graduate skills. Notably, consistent use of active learning also supports \u0026lsquo;at-risk student populations\u0026rsquo; [\u003cspan citationid=\"CR131\" class=\"CitationRef\"\u003e131\u003c/span\u003e]. The HEI has invested significantly in digital tools and staff training to strengthen active learning and ensure coherence, aligning with HE \u0026lsquo;sector\u0026rsquo; trends.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section3\"\u003e\u003ch2\u003e4.4.3 Digital skills and assessments\u003c/h2\u003e\u003cp\u003eThe study highlighted the importance of digital skills for employability, particularly in the 3-year undergraduate degree, where noticeable skill gaps emerged. Faculty stressed the variations in digital skills between foundation and undergraduate students. Still, Alexander et al. [\u003cspan citationid=\"CR132\" class=\"CitationRef\"\u003e132\u003c/span\u003e, p.14] \u003cem\u003esuggested that: \u0026ldquo;merely maintaining the basic literacies by which students\u0026hellip;\u0026rdquo; \u0026ldquo;\u0026hellip;access and evaluate information is no longer sufficient...\" in \"...a digitally mediated society.\u0026rdquo; The\u003c/em\u003e value of acquiring and improving digital skills intensified during the COVID-19 pandemic, leading employers to be especially mindful of its relevance as a crucial workforce competence in related service sectors [\u003cspan citationid=\"CR133\" class=\"CitationRef\"\u003e133\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe study also emphasized the role of assessments in situating, measuring, and bridging healthcare management theory to practice. Assessments prompt both students and educators to evaluate performance while enhancing the learning environment [\u003cspan citationid=\"CR134\" class=\"CitationRef\"\u003e134\u003c/span\u003e]. Brown [\u003cspan citationid=\"CR135\" class=\"CitationRef\"\u003e135\u003c/span\u003e] demonstrated that some assessment techniques deepen learning and equip students with skills for employment. Formative and summative assessments aim to extract knowledge from memory and improve retention [\u003cspan citationid=\"CR136\" class=\"CitationRef\"\u003e136\u003c/span\u003e]. However, feedback revealed occasional disconnects between module content and assessment, suggesting misalignment. Misaligned teaching raises concerns about the \u0026lsquo;learning gains\u0026rsquo; available to students. Ramsden [\u003cspan citationid=\"CR137\" class=\"CitationRef\"\u003e137\u003c/span\u003e] and Biggs [\u003cspan citationid=\"CR138\" class=\"CitationRef\"\u003e138\u003c/span\u003e] emphasized that instructors must align assessments with intended learning outcomes, as students often perceive assessments as the curriculum.\u003c/p\u003e\u003cp\u003eFindings called for greater assessment diversity, moving away from over-reliance on 3000-word essays, and adopting varied formats resilient to academic misconduct practices. Martin et al. [\u003cspan citationid=\"CR139\" class=\"CitationRef\"\u003e139\u003c/span\u003e] advocated for assessment types such as blogs and portfolios that support metacognition, situated learning, and lifelong learning. Jackson [\u003cspan citationid=\"CR140\" class=\"CitationRef\"\u003e140\u003c/span\u003e] noted that varied assessments sustain knowledge application and boost employability. Additionally, the study found that enhancing digital capabilities would support assessment diversity and skill development, essential in the post-COVID-19 knowledge economy landscape. This aligns with wider calls in the literature to reconceptualize digital transformation in higher education [\u003cspan citationid=\"CR141\" class=\"CitationRef\"\u003e141\u003c/span\u003e, \u003cspan citationid=\"CR142\" class=\"CitationRef\"\u003e142\u003c/span\u003e].\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec25\" class=\"Section3\"\u003e\u003ch2\u003e4.4.4 Personal development and practicums\u003c/h2\u003e\u003cp\u003eThe findings revealed the importance of personal and professional development in boosting confidence, graduate work readiness, and employability. Personal development is a lifelong instructional pursuit to enhance graduate prospects [\u003cspan citationid=\"CR143\" class=\"CitationRef\"\u003e143\u003c/span\u003e], while professional development comprises personal improvement and professional self-determination. The former supports skills acquisition [\u003cspan citationid=\"CR144\" class=\"CitationRef\"\u003e144\u003c/span\u003e], which is essential amid job market pressures for graduates to present themselves as highly employable [\u003cspan citationid=\"CR145\" class=\"CitationRef\"\u003e145\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe HEI\u0026rsquo;s careers department provides independent employability support, complementing professional skills embedded in the curriculum. The link between personal and professional development in higher education and the workplace aligns with wider literature [e.g., 146\u0026ndash;149]. However, Suleman [\u003cspan citationid=\"CR150\" class=\"CitationRef\"\u003e150\u003c/span\u003e] introduced the concept of contingent employability, arguing that cultural pairing, stereotyping, and social position significantly shape graduate outcomes\u0026mdash;factors especially relevant to the socio-cultural context of the blended learning program.\u003c/p\u003e\u003cp\u003eParticipants expressed a desire for the inclusion of work placements, suggesting that theoretical knowledge alone was insufficient to support transitions into management roles. Edwards [\u003cspan citationid=\"CR151\" class=\"CitationRef\"\u003e151\u003c/span\u003e] asserts that integrating placements enhances graduate confidence and work readiness. Placements uniquely develop cognition and situated learning [\u003cspan citationid=\"CR152\" class=\"CitationRef\"\u003e152\u003c/span\u003e], while Divan et al. [\u003cspan citationid=\"CR153\" class=\"CitationRef\"\u003e153\u003c/span\u003e] found they help students thrive in higher education and increase chances of earning a first-class degree\u0026mdash;particularly vital for widening participation institutions.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\u003ch2\u003e4.4.5 Dissertation (Final Project) module\u003c/h2\u003e\u003cp\u003eParticipants expressed the need for students undertaking the Dissertation and Final Project module to be resilient and take initiative in managing the supervisor-supervisee relationship. The supervision process builds students' research knowledge and conviction [\u003cspan citationid=\"CR154\" class=\"CitationRef\"\u003e154\u003c/span\u003e]. However, the module was often perceived as daunting, partly due to the non-compulsory nature of faculty-led research sessions, delivered as standalone workshops, which participants saw as a barrier to deeper engagement. While well-managed supervision is highly beneficial, students must actively nurture relationships with supervisors [\u003cspan citationid=\"CR155\" class=\"CitationRef\"\u003e155\u003c/span\u003e], who often balance multiple commitments such as research, program leadership, and teaching [\u003cspan citationid=\"CR156\" class=\"CitationRef\"\u003e156\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThere was acknowledgment of COVID-19\u0026rsquo;s impact on supervision. Thompson et al. [\u003cspan citationid=\"CR157\" class=\"CitationRef\"\u003e157\u003c/span\u003e] had already highlighted the long-standing challenges in staffing supervisor pools. Still, setting clear expectations with students is critical for strengthening engagement, improving outcomes, and achieving the educational gains outlined in the program\u0026rsquo;s aims [\u003cspan citationid=\"CR158\" class=\"CitationRef\"\u003e158\u003c/span\u003e]. Despite suggestions for enhancement, participants praised supervisors and defended the supervision process for the enriched scholarship it provides.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section3\"\u003e\u003ch2\u003e4.4.6 Implications for practice\u003c/h2\u003e\u003cp\u003eFindings from the study have important implications for how blended learning programs conceptualize curriculum design, especially through collaboration with industry. There is a need to prioritize novel, interactive instructional strategies, such as simulations of managing practice in blended healthcare classrooms. This enhances codified (theory) knowledge, student engagement, and practical workplace skills. HEIs must also adopt evidence-based approaches to improve decision-making in healthcare management while gathering feedback from stakeholders like employer advisory panels. Integrating formal practicums through industry partnerships will better prepare graduates to apply their skills and address real-world workplace employability challenges.\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"5 Conclusion","content":"\u003cp\u003eThe study underlined the crucial role of blended learning in healthcare management education. It underscored students and graduates expected the program to develop their management knowledge, skills, and practice confidence, complimenting employer expectations rooted in sector and regulatory requirements. Despite optimistic employability outcomes, keeping graduates presents a unique challenge for the sector. Non-practicum integrated programs also confront unique tests in establishing knowledge and skills transfer beyond the situated learning space, calling for holistic blended learning assessments and curriculum enrichments. Its relevance persists post-pandemic as HEIs continue investing in online learning technologies to safeguard against future disruptions. Future studies could examine the mechanisms of knowledge and skills transfer, employer perspectives on graduate competency, and the long-term career outcomes of interdisciplinary blended learning healthcare management programs without practicums.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003e\u003cstrong\u003eCQC\u003c/strong\u003e: Care Quality Commission\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHE:\u0026nbsp;\u003c/strong\u003eHigher education\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHEI\u003c/strong\u003e: Higher education institution\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eJISC\u003c/strong\u003e: Joint Information Systems Committee\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNHS\u003c/strong\u003e: National Health Service\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eQAA\u003c/strong\u003e: Quality Assurance Agency\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePI\u003c/strong\u003e: Principal investigator\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTBM\u003c/strong\u003e: Teaching block method\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003e\u003cstrong\u003eAuthor information\u003c/strong\u003e\u003c/h2\u003e\n\u003cp\u003e\u003cstrong\u003eArden University, London Campuses, United Kingdom\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSaikou Sanyang (\u003cstrong\u003eAcademic Affairs, Ealing Campus, London\u003c/strong\u003e), Alfred Mensah (\u003cstrong\u003eFaculty of Business, Tower Hill Campus, London\u003c/strong\u003e)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMiddlesex University, The Burroughs, Hendon, London, United Kingdom\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGordon Weller\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDepartment of International Public Health Liverpool School of Tropical Medicine, Pembroke Place, United Kingdom\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eYusupha Sanyang\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eUniversity of Law, 14 Store Street, London, United Kingdom\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePoloko Hiri\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eContributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSaikou Sanyang (SS), Gordon Weller (GW), Catherine Kerr, and Yusupha Sanyang (YS) all contributed to the manuscript. SS designed it with the guidance of GW and CK. SS created the data collection protocol and moderated the employer interviews. Poloko Hiri (PH) and Alfred Mensah (AM) facilitated the student and graduate FGDs and faculty interview pilots. They also facilitated student and graduate focus groups and semi-structured interviews with the faculty team. YS reviewed the manuscript and contributed to the discussion section.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEthical approval for the study was granted by Middlesex University\u0026rsquo;s Research Ethics Committee (REC) (Approval No. 17825). The research was conducted in full accordance with the relevant guidelines and regulations set by the university\u0026rsquo;s REC and the research governance frameworks of the host Higher Education Institution.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent to participate\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eand publish\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eParticipants received a pack containing a Participant Information Sheet (PIS), Consent Form, and Debrief Sheet. Upon expressing interest in the study, participants signed the Consent Form prior to formal recruitment. All participants consented to the publication of the data collected, and the Higher Education Institution (HEI) supported the dissemination of this work, which was conducted as part of an insider research project.\u003c/p\u003e\n\u003ch2\u003eCompeting interests\u003c/h2\u003e\n\u003cp\u003eThe authors of the study declare no competing interests.\u003c/p\u003e\n\u003ch2\u003eFunding\u003c/h2\u003e\n\u003cp\u003eThe authors had not received funding for the study.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eSS, GW and YS all contributed to the manuscript. SS designed it with the guidance of GW. SS created the data collection protocol and moderated the employer interviews. PH and AM facilitated the student and graduate FGDs and faculty interviews. They also facilitated student and graduate focus groups and semi-structured interviews with the faculty team. YS reviewed the manuscript and contributed to the discussion section.\u003c/p\u003e\n\u003ch2\u003eAcknowledgement\u003c/h2\u003e\n\u003cp\u003eThe authors would like to thank all the students, graduates, employers, and faculty who participated in the study. We are deeply grateful to the HEI, where the study was conducted, and Middlesex University for their support. The authors would like to acknowledge the invaluable contribution of Dr Catherine Kerr, whose insights and dedication greatly enriched this work. Tragically, Catherine passed away during the preparation of this manuscript. She was a passionate educator, researcher, and academic, deeply committed to advancing knowledge in this field. Beyond her professional excellence, she was a cherished colleague and friend, and her presence will be profoundly missed.\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003eThe fully published data from this study, available on Google Scholar through Middlesex University\u0026apos;s research repository, provides additional information, including data, ethics approval, and more. It can be accessed here: [https://repository.mdx.ac.uk/item/193qqv].\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eGaloyan T, Betts K. Integrative transfer of learning model and implications for higher education. J Continuing High Educ. 2021;69:169\u0026ndash;91.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKubsch M, Touitou I, Nordine J, Fortus D, Neumann K, Krajcik J. Transferring knowledge in a knowledge-in-use task\u0026mdash;Investigating the role of knowledge organization. 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J Furth High Educ. 2014;38(5):730\u0026ndash;54.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Blended learning, employability, higher education, interdisciplinary healthcare management programs, knowledge and skills transfer, practicums","lastPublishedDoi":"10.21203/rs.3.rs-7083292/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7083292/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eThe demand for flexible interdisciplinary healthcare programs has surged over the past decades, encouraging UK universities to partner with employers and regulators to improve graduate outcomes and address skill gaps in the sector. Nevertheless, where such programs lack practicums, the effect of the learning and teaching on knowledge and skills transfer and graduate employability remains largely unexplored.\u003c/p\u003e\u003ch2\u003eAim\u003c/h2\u003e\u003cp\u003eThis study examined stakeholder views on knowledge and skills transfer in a non-practicum-linked interdisciplinary undergraduate blended learning healthcare management program.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eA qualitative case study was conducted between 2021 and 2023. Twenty-eight purposively selected students, graduates, employers, and faculty were recruited for focus group discussions (FGDs) and semi-structured interviews. Data were transcribed and analyzed thematically using Microsoft Transcribe and NVivo 12, respectively.\u003c/p\u003e\u003ch2\u003eFindings:\u003c/h2\u003e\u003cp\u003eThe study found that the situated social learning context played a key role in classroom learning. Despite variation, participants consistently expressed an appreciation for knowledge, skills, application, and positive employability outcomes. Articulated strengths of the program included flexibility, diversity, curriculum breadth, a strong learning community, and an interdisciplinary approach. However, the lack of practicums remained a major barrier to work preparedness and career progression into management.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThis research critically examined stakeholder perspectives, focusing on expectations for knowledge acquisition and transfer, skill development, and aspirational employability outcomes. This research highlights both the strengths and gaps in the program, particularly its flexibility and interdisciplinary approach, alongside the lack of practicums.\u003c/p\u003e","manuscriptTitle":"From Interdisciplinary Blended Learning Classrooms to Professional Practice: Empowering Employability in Healthcare Management","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-07-23 03:41:40","doi":"10.21203/rs.3.rs-7083292/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"488183de-e06f-47f9-8e10-764fa654b1a7","owner":[],"postedDate":"July 23rd, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-02-03T20:38:56+00:00","versionOfRecord":[],"versionCreatedAt":"2025-07-23 03:41:40","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7083292","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7083292","identity":"rs-7083292","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}